The reaction to that post was what I expected.
Some of you found this post to be on point and offered a variety of innovative, creative, and exciting 21st century challenges, ideas, and concepts. Others criticized the importance and usefulness of AI technology in Jewish daycare centers and were highly skeptical about its value and usefulness. Many even categorically opposed its use.
The purpose of this blog is not to endorse or defend these ideas or viewpoints, but rather to encourage you to think strategically about the potential use of AI technology in Jewish schools and yeshivot.
First, it is important to recognize that our Jewish day school and yeshiva communities are currently undergoing one of the most rapidly changing and complex transformations in recent memory. Indeed, these challenges are currently evolving with breathtaking speed and meteoric frequency, and are now on a trajectory of infinite scope, possibility, and scale.
In fact, today’s technological advancements have evolved over the years to the point where it is now fully recognized that our schools are “pushing the boundaries of technology” in ways that were once unimaginable. These evolutionary changes in our schools reflect the challenges and realities we currently experience in society at large. But ultimately, the question remains: Is AI good for schools?
Impact of AI technology
The current and potential impact of AI technology is evolving at light speed, especially in education.
As you know, our general education community is rapidly integrating AI to transform classroom learning, save teachers hours of preparation time, and engage students in text learning. These include interactive text exploration, enhanced teacher efficiency and differentiation, and adaptive learning paths.
Therefore, it is imperative that our Jewish educational community understand its impact and potential applications.
This does not necessarily suggest that schools should leverage AI, but rather that schools should be given the opportunity to use AI appropriately and responsibly if they choose.
I vividly recall the controversy in the yeshiva community when Google was first introduced as a search platform. Many principals and principals felt that it stifled students’ intellectual curiosity and created a society of students dependent on laziness. Now, I can’t think of a single yeshiva school or day school today that doesn’t rely heavily on Google for search, research, administrative and administrative reference materials. Rimday Kodesh and Limday Chol. One caveat is that it must be used appropriately and responsibly, and that there are strict guardrails for student use.
A few weeks ago, I listened to a recorded podcast in which several yeshiva principals compared AI technology to the use of cell phones. That was a bit of an exaggeration, but using a cell phone is a whole different animal. Yes, mobile phone devices rely on technology, but that doesn’t mean they’re bad. What makes cell phone use difficult and sometimes even “dangerous” is the lack of supervision of children using them, the vulnerability of cell phones to misuse, and the inability to continually monitor student use.
As a result, many Jewish daycare centers now not only ban the use of cell phones on campus, but also ban the use of what are now called “kosher phones.”
While it is not my prerogative to endorse or reject this course of action, I now clearly understand why and how AI technology can be considered a threat.
The use or misuse of technology is a huge challenge, especially for those who are new to its use. But like anything in life, the more you use it and protect it from misuse, the more your comfort zone expands.
Returning to the AI challenge, the similarities are clear. The use and application of AI technology is profound.
The short-term and long-term impact that AI technology will have on the teaching and learning process is interesting to say the least.
The conversation should no longer be about whether or not technology should be allowed or accepted in Jewish educational institutions, or whether the use of technology is good or bad, “healthy” or “unhealthy,” but rather about how we, as a community, harness and celebrate the AI technological revolution as a beneficial 21st century reality and an integral part of our educational community and society.
This reality does not suggest that all AI technologies are 100% beneficial or “safe” for schools and students. As with all innovations, especially ubiquitous ones such as AI and “super” AI technologies, it is essential that schools use these technologies responsibly, with high levels of knowledge, understanding, insight, sensitivity, transparency, and accountability. Indeed, “we still don’t know what we don’t know” about AI. This means there is a lot to learn before you are 100% comfortable with the technology.
I was inspired to write this blog after an interesting conversation I had recently in the hallway of a major Jewish full-time school with several well-regarded, progressive Jewish educators.
Decades later, we are now witnessing the incredible proliferation and impact of this technology on education and society. Indeed, the current speed of information collection and dissemination, and the ability and ability to disseminate information, knowledge, and opinions in milliseconds, has had and will continue to have an enormously positive impact on our lives, organizations, and communities.
As shown in my February era of israel This blog currently has a series of very impressive and enlightening articles on this important topic. This includes Yeshiva University’s recently published December 2024 edition. Torah To-Go, titled “Illuminating the Future: Jewish Values and AI.”
This issue presents a variety of interesting perspectives. moral responsibility, AI and halachic decision makingand other AI-related perspectives impacting the Jewish community and its organizations.
Of course, like all innovations created by humans, technology requires certain “guardrails” to ensure its proper, ethical, moral, and legal application.
of AI revolution and its impact on the administration and education of our Jewish schools and yeshivas.
With the recent explosion in AI technology, Jewish educational institutions are now experiencing administrative and educational advances that were once unimaginable. From record-keeping, payroll, maintenance contracts, inventory management, purchasing of school materials, student admissions, enrollment and teacher applicant interviews, comparative bidding, to the processing and selection of scholarship applications, transcripts, report cards, and accreditation requirements, AI technologies powered by algorithmic complexity will eventually become an essential and formidable reality.
In addition to endless ways to improve and enhance the administrative processes, procedures, capabilities, and effectiveness of day care centers and yeshivahs, AI also has tremendous power, capabilities, and capabilities to improve and enhance the teaching and learning process for students, both in schools, classrooms, communities, and homes.
That said, the impact of AI technology on education quality assurance is still in its infancy. And the jury is still out on its practical impact. Quality of teaching, learning and teaching. However, most experts believe that there are challenges such as: quality of education has now been resolved, and the gap is rapidly closing.
AI education application
As well as its administrative utility, AI technology has incredible educational applications and potential for student learning, teaching, and coaching in schools.
Some of these may include:
- 24/7 tutoring support.
- Review of classes and lesson plans. Mock tests, quizzes, and academic assessment.
- Reference materials for student learning and teacher guidance.
- Havruta Research and provision of Jewish reference materials.
- Teacher/faculty performance evaluation with algorithmically generated data and metrics.
- Thorough lesson and unit planning.
- Personalized learning materials for special needs and gifted students.
- Scalability and interpretation of academic performance and assessment scores.
- test/assessment preparation;
- Coding for AI connectivity.
- Professional development (PD) programs and training modules across the curriculum.
- Jewish values, moral behavior, and Midot Tobot.
- Hebrew teaching and learning, and Jewish literacy, including Hebrew teaching and learning. talmud Chumash Tanach, Mishnah, Nabi, Halacha.
- AI assistant teachers and substitute teachers for AI instruction. and,
- Identification of curriculum gaps related to standards and outcome-based assessment.
conclusion
As our Jewish day schools and yeshivot begin to experience the use of AI and its innovative applications in both school management and curriculum innovation, our communities and their educational institutions will be required to “keep up” the frenzied pace of AI growth and engagement in order to judiciously harness and leverage this powerful educational tool.
From the perspective of Jewish schools and yeshivas, the next frontier in AI to be explored will be how to effectively leverage AI in homes, schools, and classrooms without compromising high-quality ethical or moral standards.
It is one level to understand, appreciate, and embrace the innovations created by AI. It’s another level where you learn not only how to celebrate its use in school, but how to use and apply it effectively and responsibly.
At the end of the day, it’s all about the right and appropriate application of AI, which can take decades to refine and improve.
Until then, we must be extremely careful, cautious, and cautious about when, how, and where we use AI technologies in our educational institutions.
